Foreword .......................................................................................................................................Page 1 Quotations............................................................................................................................................... 5 Introduction - Bring Out The Human Calculator In You ..............................................................6 "Can I Really Become A Human Calculator?" ................................................................................ 7 How To Become A Better Math Student ......................................................................................... 8 Strategy #1.............................................................................................................................................10 Strategy #2............................................................................................................................................ 13 Strategy #3............................................................................................................................................ 15 Strategy #4............................................................................................................................................ 18 Strategy #5............................................................................................................................................ 20 Strategy #6............................................................................................................................................22 Strategy #7............................................................................................................................................24 Strategy #8 ............................................................................................................................................26 Strategy #9............................................................................................................................................ 26 Thoughts For Maximizing Powerful Techniques ............................................................................27 Number Games ...................................................................................................................................28 Who Is Scott Flansburg? .....................................................................................................................30

By

Scott Flansburg

FOREWORD

standing on its own. the child is standing. and if you tell yourself you are not going to handle it well. Our children's ' confidence in themselves plays a great deal in determining whether they feel they will be a success or a failure. "Oh honey look at Joey. Mother or father happily see the child wobbling on its unsturdy legs and "out comes the camera" and cheers from the proud parents encouraging the child to stand. what do you think the chances are for you to be successful? Not very good at all! With confidence and high self-esteem. we simply tried to stand again and again. We should remember our past successes and look at our short comings as an opportunity to learn to improve on whatever it was that made us fail. But at the time it was a gigantic accomplishment. or your child is presented with a problem. However. I don't think it's a good idea for you to stand now. " Not so impressive. not only as children but as adults as well. something is lost in many of us. talking.Here is an example we can all relate to: Imagine watching a 1 year old baby. As we grow older our parents are not as excited about seeing us walk. We should tell our children they are doing well. Learning new things is no longer worth getting "out the camera " for. whether it be a math problem or another problem of day to day life. Granted the first time the child attempts to stand isn't pretty but the effect is the same. You will almost never hear a parent say. For one reason or another the child reaches up to the edge of the couch and pulls itself up. we are not afraid to fail because we know if we do fall short of success we will learn from that experience and will handle the situation differently in the future. look Joey is standing . We. You can stand! Go for it!" The child's face beams with joy knowing it has accomplished something even as small as standing for the first time. there comes a day when the child is crawling across the floor and suddenly becomes aware of the couch. Joey you can t stand. Can you imagine a mother talking to her husband about their 16 year old son. although it should be. 3 . walking. If you. Virtually every decision is made for the child. talking and driving! Sometime between learning to stand and learning to drive. running. As a parent we should encourage our children to strive for the next rung on the ladder. he's trying to stand. we just kept trying and the cheers from our parents supplied encouragement. etc. is it? But does Joey still need positive reinforcement of his accomplishments? He sure does! You see. When we fell backwards onto the carpet. The child needs it's mother or father to help it eat. with encouragement from our parents. Wait until you are 3 or 4 years old when your legs are much stronger. "Honey. Soon we would be running. Why is this important? It is positive reinforcement that all of us need. On the contrary! The parents are cheering the child on! " ' You can do it. The child will now see the world from a new perspective! The child has conquered a challenge all of us have faced at one time or another. as children knew little of failure. and offer encouragement when they aren't doing so well. . stop trying. We were too young to know that we would have to walk someday." and so on. dress and sleep. This child can do virtually nothing on it's own (other than what babies do best). when we were young we were encouraged by our parents in almost all that we did. . .

IT IS NOT A GOAL BUT RATHER A DREAM! SUCCESS BEGINS WITH THE BELIEF THAT YOU CAN BE SUCCESSFUL ALL THE TIME! .WHETHER YOU THINK YOU CAN OR CANNOT BECOME SUCCESSFUL. YOU WILL BE RIGHT! SETTING GOALS AND MAKING CERTAIN YOU REACH THEM WILL MAKE YOU RICH! NO EXCUSES! YOU DETERMINE WHETHER OR NOT YOU WILL BE A SUCCESS TODAY! IMAGINE YOURSELF ACHIEVING YOUR GOALS EACH DAY. THINK OF WHO WILL BENEFIT FROM THEM WHEN YOU ARE SUCCESSFUL! IF A GOAL IS NOT IN WRITING AND IS NOT BELIEVED IN 100%. AND IF IT IS NOT READ EACH DAY.

Students and adults alike who feel they are "poor at mathematics" often perform below their true ability level in other scholastic courses and in the work place. • Ability to do mental calculations quickly. The "pay back" will be the following: • Experiencing a great deal of success with math and working with numbers. The "payment" for this system is your own time and practice of our strategies. • Skill in applying the knowledge of order of operations and properties of numbers. Our system will not make each person who studies it a genius. • Application of a real understanding of place values.. however. by avoiding math. 6 . • Skill in changing data into mentally manageable forms.BRING OUT THE HUMAN CALCULATOR IN YOU INTRODUCTION The primary goal for this program is to motivate.One topic that cannot be replace by a calculator is the development and understanding of what numbers are. . You will be acquiring a more healthy self concept and attitude towards numbers and higher mathematics. • Seeing that your success is a reality due to your own efforts.. • . those who practice the strategies will look at math and all other courses of study in a more enjoyable and more confident light. and most importantly the confidence of seeing that you are a success in a field that was a wall of stalled success only a short time ago. • Quick and accurate recall of basic facts.

when someone tells me they have a bad memory. critical thinking can be taught and must be taught.Memory helps! Memory is so natural to humans but we make such a big deal of it. . once our students look at the strategies they seem a bit let down that there is not a mammoth formulation required to master them. 9 . In fact. I tell them. Fortunately.Creativity cannot be taught. It is simply a matter of assessing what we are wanting to memorize with something we already have memorized. The memorization of our strategies is vital. if that is the case try to forget something they already know! It can't be done. there isn't a massive formulation and this makes memorizing the strategies that much easier. Our brain is very capable of retaining every bit of information we ask it to. For example. however. recall and replay every bit of information we put into our brain. but very easy. We can retain.

falls into the hundreds column.00 minus almost . is in the thousands column.DISTRIBUTIVE PROPERTY OF NUMBERS STRATEGY #1 This strategy makes all our other strategies much easier to understand and operate. but the whole purpose of the program is to teach you strategies which will do away with having to use the calculator you 'buy' and using the calculator you were born with. Let's convert '2.400' to \$24. falls into the tens column making it sixty. Now \$24. We will assume you know this for now and move on. it's 24.25 cent would give us \$23. Therefore. 10 . So now we have 2. There is nothing wrong with thinking this.76. your brain. falls into the ones column making it seven. but let 's try a little bit different approach. The number 2. Look at the following problem: 24 x 99 = ? At first you may be thinking. making it two hundred. so subtract the penny back out. The number 6. we know that the number 3. Let ' s go through this explanation. our answer is 2.75 but don ' t forget the penny you added to the .267 This number has four digits. representing three thousand. Distributive Property of Numbers is simply the understanding of numbers. It sounds tough but let's look at the problem another way. Look again at the problem above. Any analogy you can use to make math easier should be used.376. Isn't this like having \$24.24 cent to round it to a quarter. (.25 cent? Sure it is. Knowing the value of each column in which the numbers fall is extremely important in all of our strategies.00 and '24' to . Isn't 99 real close to 100? What if we used this strategy.400-24.400. Knowing the value of the column which each number falls into is very important.01 cent) and you get \$23.24 cent.00 minus . " Give me a calculator". and the last digit 7. Referring to the above number. Now 24x1 is easy. It still can be a bit difficult to work this strategy mentally. 3. 99 is really 100 minus 1 isn't it? So now we have: 24x100 minus 24x1 = ? Getting the answer to 24x100 simply takes adding two zeros to the first number to give us 2. Let's go through some of the obvious relations of numbers.

three digit numbers like: Now 100 is a great number to get familiar with. confidence rather than calculation should be a chief objective of school mathematics and our nations economic future depends on the strength in mathematics education. . far too many minority children leave school without acquiring the mathematical power necessary for productive lives. 11 . As long as you remember that half of 100 is 50 and half of 50 is 25. our children must learn a different kind of mathematics for the future from what was adequate in the past. You can use it in mental manipulation a great deal.According to the National Research Council. all children can learn mathematics.This may seem like a long way around to get an answer but by practicing this strategy you will be able to do this same type of problem in your head with four. 1989: mathematics is the discipline for science and technology. you can work many problems in your head very quickly.

try doing some of the four digit numbers. Once you have completed each equation. go back and check your answers by working them out.After you have tried the three digit numbers. Do not write out your work. Try not to use a calculator. but try to work the equations in your head and write only your answer. ADDITION 14 .

MULTIPLICATION 17 .

COMPLIMENTARY MULTIPLICATION 19 .

we have a very easy technique for squaring it. multiply them together (3x4). Look at the following equations to see how they are worked out using this exciting strategy: 21 . In order to get the first part of the answer simply take the first digit and add '1' to it and multiply the two numbers together. giving you 12 for the answer. To arrive at the first part of the answer you would take 3 + 1 which is 4. so we know the answer will end in '25'. For example: squaring 35 could be worked out quickly using this strategy because 35 ends in a 5. Our strategy would look like this when written out: So the answer to 35 2 is 1.225.SQUARING NUMBERS THAT END IN FIVE Whenever you have a number in which the last digit is five. First because the last digit in the number is a '5' the answer will automatically end in '25' because 5x5=25.

CUBED ROOTS 23 .

not the whole number which in this case is 63 not 1963. so in this example it would be 63 | 4. SV: This variable stands for "Significant Value" and will be used instead of the number of the month in question. January-0 February-3 March-3 April-6 May-1 June-4 July-6 August-2 September-5 October-O November-3 December-5 So in this example of December 28. Remember to drop off the decimal. Year: This variable requires the numbered year. Here is the formula you will need. December 28th).CALENDAR STRATEGY #7 This formulation is not only handy because you will use it virtually everyday but your friends and associates at work and school will be blown away when you ask them what is the year. do not round up the number. but sure enough you will be right using this formula. In this case it would be 28. * If the year is a leap year subtract 1 from the SV if the month is January or February 24 . The reason for this step is to calculate the number of leap years. 1963 the SV of December will be 5. Below are SV's for each month. month and date of their birth and within seconds you can tell them which day of the week it was on!! They will have to check it out. Let ' s go through each variable. Day: This variable requires the actual day of the month that you are working with. Not only is this strategy great for figuring out the calendar but uses a very simple algebra strategy! Don't be afraid. Year | 4: This variable requires the year from above divided by 4. it is very easy.

Saturday You are right the answer is Saturday. In this case there are 15-7's in 111. So what's 63 + 15 + 28 + 5? That's right 111. The reason we use 7 is that is the number of days in a week. Now translate that to a day of the week like this.Tuesday 3 .3 but remember we drop the decimal so we have 15 leap years.The fastest growing segment of our population are those that are most likely to drop out of the math pipeline. The answer is 15.Monday 2 . 1943 .Friday 6 .Sunday 1 . Now we have to divide by 7.Now let's substitute the variables for numbers to figure out this equation.Wednesday 4 . Figure how many 7's will go into 111. 0 . January 19th. 1956 April 17th. Try these dates below and see how well you can do. 1967 March 20th. So first we have to figure what 63 4 is. so you have 6 left. The 7 under a series of numbers means we will be dividing the top number by the bottom number. then see how much of a remainder you have left. but here's an easy way. So we now have this equation to work with.Thursday 5 . 25 .